Bautista, Jamaica G.

Rating:

BSEd 3A September 24, 2021

FS 2: Learner Diversity: Developmental Characteristics, Needs and Interests

LEARNERS’ DEVELOPMENT MATRIX

Record the data you gathered about the learners' characteristics and needs in this matrix. This
will allow you to compare the characteristics and needs of learners at different levels. The items
inter each domain are by no means exhaustive. These are just sample indicators. You may add
other aspects which you may have observed.

Preschooler Elementary High School

Development Indicate age range of Indicate age range of Indicate age range of
Domain children observed: 4 children observed: 8 children observed: 15

Physical

Gross-motor skills  The child is  The child  He can do alot

keeps moving loves physical of things
around. activities like especially
playing. physical
activities like
any sports.
 The child is  The child  Writes poem,
Fine-motor skills still learning loves to draw essays, and
how to color and she can short stories.
and write. also write. He can also
draw properly,
color or paint.
 Still  Less
Self-help skills dependent and  He is doing
dependent and
needs to be most of the
she can also
guided. things by
manage
himself.
Others helping
herself.

Social

Interaction with  The child is  The child is  He actively

Teachers less more active interacts with
cooperative to and confident his teacher
their teacher. and he is
 to her teacher. communicatin
g to his
teacher very
well.
 Loves to
interact and  He is friendly
Interaction with play with  Approachable
Classmates friends and more
them. and and loves
approachable
to mingle with
to his
her friends.
colleagues and
peers.

 Gets easily
distracted by  They are more
Interests
his  The child is interest to the
surroundings. more focus trends.
and she enjoys
group with
common
interest as
Others hers.

Emotional

Moods and  The child's  The child gets  He gets easily

temperament. mood changes irritated and annoyed when
expression of easily and annoyed somebody
feelings talks about easily. teases him.
what he or she
likes and he
cries
everytime he
is upset or sad.

Emotional  Shows what  Mostly guided  He already

independence he feels by and know hows
telling to his disciplined by how to mange
mom. her parents his
because she emotions/feeli
can't control ngs.
her emotions.

Others  Gets upset

easily.

Cognitive
 Communication  He can't  The child says  He can
Skills pronounce whatever she communicate
some words wants to say. well but he
clearly but he already know
love to talk or how to control
communicate what he wants
with the to say.
people around
him.
 She can think
 He used to ask faster and  He thinks very
a lot of things more curious well and he
Thinking skills knows how
and he can't about things.
comprehend think carefully
easily. to the
situation.
 The child can
Problem-solving  He was totally solve some  He loves
dependent problem on solving
especially to her own. problems. He
his parents. knows how to
chpose
appropriate
strategy in the
Others solution.

ANALYZE

Write the most salient developmental characteristics of the learners you observed. Based on these
characteristics, think of implications for the teacher.

Level Salient Characteristics Implications to the Teaching-

Observed Learning Process

Preschool

Age range of  Preschoolers get a. Therefore, the teacher must be

learners observed 3- distracted easily. more patient.
4 b. Therefore, the teacher thinks for
activities that will hook the
interest of the students.
c. Therefore, the teacher should not
only focus on teaching the
children academically but also,
he/she must know how to play
with the kids to maintain their
 interest.

Elementary

Age range of  Grade students talk a. Therefore, the teacher must

learners observed 7- a lot and play a lot. engage the students to the
8 movement activities.
b. Therefore, the teacher lets her
students to speak or ask about
the things they are curious about.

High School

Age range of  High school a. Therefore, the teacher should

learners observed students love to remember that engage the
14-15 mingle with their students to a collaborative
friends/peers/class activities.
mates. b. Therefore, the teacher set the
classroom into
brotherhood/sisterhood
environment.

REFLECT

1. While you were observing the learners, did you recall your own experiences when you were at
their age? What similarities or differences do you have with the learners you observed?

 When I was observing the elementary and the high school students, there are lots of
similarities that I have reflect with them when I was at their age. Especially when I was 8
years old and I am grade 3 that time, I love to play and I can also do some household
chores without the hep of parents or any adults like the child I have observed. And that
age, I am developing skills that is why, I am curious about every little things and ended
up talking a lot especially with parents. However, as far as I remember, the only
difference to the child I have obsrved os that, I am not confident with my teacher that
time.

2. Think of a teacher you cannot forget for positive or negative reasons. How did she/he help or
not help you with your needs (physical, emotional, social, and cognitive)? How did it affect you?

 I have this teacher back when I was in grade 5 that positively affects and helps my needs
as a student. As my adviser, she helped me boosts my confidence and develop my talents
 and characters. She is a great teacher and as far as I can remember, she pushed me join
badminton team for intramurals. Our relationship as teacher and students became intimate
to the poing that I consider her as a second mother and my classmates were my siblings.
She always invites us to her house and I can really feel that she appreciates me because
she compliments and accompanied me and in that way, she became special and I can say
that she completed my elementary journey.

3. Share your insights here.

 Children are naturally learning. The things that I have observed from a pre schooler to a
high school students are part of their learnings. Even they gets distracted easily by their
envitonment or they more love to interact with their peers are part of their learning. Their
emotional and and social interactions may different but they are still learning and
developing their skills.

LINK THEORY TO THE PRACTICE

Directions: Read the items given below and encircle the correct answer.

1. A 14-year-old felt ignored by her crush whom she believes is her one true love. She is
crying incessantly and refuses to listen and accept sound advice that the teacher is
offering. Her refusal to accept is because
a. she thinks what she feels is too special and unique, that no one has felt like this
before
b. the teenager's favorite word is "no," and she will simply reject everything the
teacher says
c. 14-year-olds are not yet capable of perspective taking and cannot take the
teacher's perspective
d. teenagers never listen to adult advice

Answer: A

2. A preschool teacher is thinking about how best to develop the fine motor skills of the 4-
year-olds. Which of the following should he best consider?
a. Provide daily coloring book activities.
b. Ask the children to do repeated writing drills everyday.
c. Encourage children to eat independently.
d. Conduct a variety of fun and challenging activities involving hand muscles daily

Answer: D

3. Science Teacher Rita showed her class a glass of water with an egg in it. She asked the
class: "What happens to the egg if I add three- tablespoon salt to the glass of water?" This
is hypothesis formulation. What can you infer about the cognitive developmental stage of
Teacher Rita's class?
a. Formal operational stage
b. Concrete operational stage
c. Pre-operational stage
 d. Between concrete and formal operational stage

Answer: A

SHOW YOUR LEARNING ARTIFACTS

Which is your favorite theory of development? How can this guide you as a future teacher?
Clip some readings about this theory and paste them here.

 My favorite theory of development is Piaget's Cognitive Development. And I believe to

his theory that, as kids interact with the world around them, they continually add new
knowledge, build upon existing knowledge, and adapt previously held ideas to
accommodate new information. I think that this theory will help me, as a future teacher
add to our understanding of children's intellectual growth. With that I can align my
teaching strategies with their students' cognitive level (e.g. motivational set, modeling,
and assignments).

Piaget's Cognitive Developmental Theory

Jean Piaget's theory of cognitive development suggests that children move through four different
stages of mental development. His theory focuses not only on understanding how children
acquire knowledge, but also on understanding the nature of intelligence.

The Stages

Through his observations of his children, Piaget developed a stage theory of intellectual
development that included four distinct stages:

1. The Sensorimotor Stage

Ages: Birth to 2 Years

 The infant knows the world through their movements and sensations
 Children learn about the world through basic actions such as sucking, grasping, looking,
and listening
 Infants learn that things continue to exist even though they cannot be seen (object
permanence)
 They are separate beings from the people and objects around them
 They realize that their actions can cause things to happen in the world around them

2. The Preoperational Stage

Ages: 2 to 7 Years

 Children begin to think symbolically and learn to use words and pictures to represent
objects.
 Children at this stage tend to be egocentric and struggle to see things from the perspective
of others.
  While they are getting better with language and thinking, they still tend to think about
things in very concrete terms.

3. The Concrete Operational Stage

Ages: 7 to 11 Years

 During this stage, children begin to thinking logically about concrete events
 They begin to understand the concept of conservation; that the amount of liquid in a
short, wide cup is equal to that in a tall, skinny glass, for example
 Their thinking becomes more logical and organized, but still very concrete
 Children begin using inductive logic, or reasoning from specific information to a general
principle

4. The Formal Operational Stage

Ages: 12 and Up

 At this stage, the adolescent or young adult begins to think abstractly and reason about
hypothetical problems
 Abstract thought emerges
 Teens begin to think more about moral, philosophical, ethical, social, and political issues
that require theoretical and abstract reasoning
 Begin to use deductive logic, or reasoning from a general principle to specific
information

EVALUATE PERFORMANCE TASK

Evaluate Your Work Task Field Study 1. Episode 1 - The School as a Learning Environment

Learning Outcome: Determine the characteristics of a school environment that provides social,
psychological and physical environment supportive of learning.

Name of FS Student: Jamaica G. Bautista Date Submitted: September 24, 2021 Year & Section:
4-A Course: BSEd-English

Learning Excellent Very Satisfactory Satisfactory Needs

Episode Improvement
4 3 2
1

Accomplishe All observation One (1) to two (2) Three (3) Four (4) or more
d questions/ tasks observation observation Observation
observation completely questions/ tasks questions/ tasks questions/ tasks
Sheet answered/ not answered/ not answered/ not answered/
 accomplished accomplished accomplished accomplished

Analysis All questions were All questions Questions were Four (4) or more
answered were answered not answered questions were
completely; completely; completely; not answered
answers are with answers are answers are not completely;
depth and are clearly connected clearly answers are not
thoroughly to theories; connected to connected to
grounded on grammar spelling theories; one theories; more
theories; grammar and are free from (1) to three (3) than four (4)
spelling and are error grammatical/ grammatical/
free from error spelling errors spelling errors

Reflection Profound and Clear but lacks Not so clear and Unclear and
clear; supported depth; supported shallow; shallow; rarely
by what were by what were somewhat supported by
observed and observed and supported by what were
analyzed. analyzed. what were observed and
observed and analyzed
analyzed.

Learning Portfolio is Portfolio is Portfolio is not Portfolio is not

Artifacts reflected on in the reflected on in the reflected on in reflected on in the
context of the context of the the context of the context of the
learning learning learning learning
outcomes;complet outcomes;complet outcomes;compl outcomes; not
e, well-organized, e, well-organized, ete, not complete, not
highly relevant to very relevant to organized, organized,
the learning the learning relevant to the relevant
outcome outcome learning outcome

Submission Submitted before Submitted on the Submitted a day Submitted two (2)
the deadline deadline after the deadline or more days after
the deadline

Comment/s Over-all score: Rating: (Based on

the transmutation)
17
93

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below

Grade 1.0 1.25 1.5 1.75 2.0 2.25 2.50 2.75 3.0 3.5 5.00

99 96 93 90 87 84 81 78 75 72 71-below